UC-NRLF 


Uf 
504- 


O 
>- 


Oxford  after  the 
H^ar  &  a  Liberal 
Education  *> 


STEW  ART  ^  White's  ^Professor  of  Moral 
^Philosophy  in  the  University  of  Oxford  $& 
Published  by  B.  H.  BLACKWELL, 
Oxford  S*  &  sold  in  America  by  LONGMANS, 

GREEN  &  Co.,  of  New  Tork  $*•  mdccccxix 
J  11  11 


ss 


OXFORD   AFTER  THE"  WAR 
AND  A  LIBERAL  EDUCATION 


THERE  are  two  propositions  which  I  wish  to 
make  prominent  at  the  outset,  for  they  have 
ruled  the  thought  which  I  have  given  to  the 
subject  of  this  pamphlet  : — 

1.  A  long  history  of  constitutional  develop- 
ment lay  behind  Oxford  when  the  War  came 
and   made    the    great    difference :    reformers, 
with   proposals   designed   to    meet   the    great 
difference,   must,   first   of   all,    realise   clearly 
what  was  the  essential  characteristic  of  the  life 
of  Oxford  throughout  the  stages  of  her  develop- 
ment in  the  past,  and,  realising  that  character- 
istic, must  see  that  their  reforms  are  still,  in 
widely  altered  circumstances,  true  expressions 
of  it :  they  must  not  allow  the  great  difference 
to  break  the  natural  continuity  of  the  traditional 
life  of  Oxford  ;  rather,  they  must  use  the  great 
difference   as   an   opportunity  of   maintaining 
that  life   in  fresh  vigour  and  with  enhanced 
value. 

2.  In  the  New  Age  upon  which  we  are  now 
entering,  Oxford,  if  she  is  true  to  herself,  will 

3 


743971 


4  OXFORD  AFTER  THE  WAR 

have  it  in  her  power  to  advance  to  a  position 
of  great  influence  as  a  centre  to  which  students 
from  the.  over-sea  nations  of  the  British  Com- 
and,  indeed,  from  the  whole 


:Errgl:ish-&pe^king    world,    will    be    more    and 
attracted. 


I  submit  that  it  is  under  the  control  of  these 
two  propositions,  taken  singly  or  together,  that 
all  Statutes  and  Regulations  for  new  courses  of 
study  to  be  introduced  at  Oxford,  with  their 
respective  examinations  and  degrees,  and  for 
the  alteration  of  existing  courses,  ought  to  be 
framed.  Some  such  Statutes  and  Regulations 
have  already  been  made,  and  are  being  made, 
by  the  University  in  preparation  for  new  con- 
ditions likely,  it  is  thought,  to  become  urgent 
as  soon  as  Peace  comes.  It  remains  to  be 
seen  how  these  particular  Statutes  and  Regula- 
tions will  work.  I  think  that  the  future  is  still 
too  obscure  to  warrant  preparations  which  go 
into  detail.  I  shall  therefore  content  myself 
with  putting  forward  some  general  considera- 
tions which,  as  it  seems  to  me,  ought  to  govern 
all  detail,  when  the  time  comes  for  going  into 
detail  —  general  considerations  involving  the 
acceptance  of  the  two  propositions  which  I 
have  placed  at  the  head  of  this  pamphlet. 


I. 

OXFORD  has  hitherto  made  the  imparting  of  a 
liberal  education  her  principal  concern.  Were 
she  to  make  it  less  than  her  principal  concern 
she  would  break  the  continuity  of  her  life 
irreparably,  and  renounce  her  claim  to  a  great 
place  in  the  English-speaking  world  of  the 
future.  As  an  institution  concerned  principally 
with  the  production  of  specialists  she  might 
hold  a  respectable  place  in  that  world,  but 
certainly  would  not  hold  a  great  place.  In 
order,  however,  to  maintain  the  continuity  of 
her  life  in  the  altered  circumstances  of  the 
New  Age,  she  must  reform  her  scheme  of  a 
liberal  education  in  the  sense  of  assigning 
a  place  in  it  to  Natural  Science  by  the  side 
of  Humane  Letters  themselves  more  broadly 
conceived. 

I  am  not  going  to  face  the  difficulty  of  defin- 
ing a  '  liberal  education,'  but  will  try  to  turn  it 
by  means  of  a  description  :  Where  a  liberal 
education  is  concerned  the  student  must  be  an 
amateur.  He  must  not  think  of  what  his 
study  of  a  subject  *  will  lead  to.'  He  must  not 

5 


6  OXFORD  AFTER  THE  WAR 

even  care  to  '  advance  our  knowledge '  of  the 
subject.  He  must  treat  his  study  of  it  simply 
as  a  delightful  and  self-sufficient  employment 
of  leisure.  The  University  which  provides  the 
passing  generations  of  its  alumni  most  abund- 
antly with  the  leisure  which  calls  for  and  finds 
such  employment  comes  nearest  to  the  ideal 
of  a  University.  A  liberal  education  is  what 
1  Philosophy  '  is,  according  to  Dante — '  a  loving 
converse  with  wisdom  ' — Filosofia  e  uno  amo- 
roso uso  disapienza.  It  is  not  in  the  specialist's 
1  advancement  of  our  knowledge/  but  in  the 
amateur's  l  converse  with  wisdom/  that  a  liberal 
education  is  realised. 

It  is  of  the  first  importance  that  those  who 
are  concerned  with  the  theory  and  practice  of 
education  should  remember  that  it  is  not  with 
1  serious  student/  but  with  '  specialist/  that 
i  amateur '  is  rightly  contrasted.  The  true 
'  amateur '  is  a  '  serious  student.'  At  a  Uni- 
versity he  is  one  who  goes  through  an  approved 
curriculum  of  studies — always  a  curriculum  of 
studies  as  distinguished  from  one  special  branch 
— under  the  direction  of  teachers  who  are 
severally  experts,  if  not  specialists,  in  the 
various  branches  of  study  included  in  the 
curriculum.  In  this  way  he  lays  the  indispens- 
able foundation  on  which  he  must  begin  to 
build,  should  he  afterwards  become  a  specialist 
in  any  one  of  these  branches  ;  but  he  is  not 


OXFORD  AFTER  THE  WAR  7 

yet  a  specialist,  and  will  probably  never  care 
to  become  one.  He  is  an  amateur  throughout 
all  the  branches  of  that  curriculum,  even  in 
those  branches  of  which  he  makes  an  intensive 
study,  as  when,  for  example,  a  student  reading 
for  the  Honour  School  of  Literae  Humaniores 
makes  an  intensive  study  of  Ancient  History 
in  that  School,  and  treats  Philosophy  more 
slightly  :  he  is  an  amateur  throughout  all  the 
branches  of  the  curriculum,  and  a  serious 
amateur  if  he  works  in  the  spirit  which  makes 
his  study  a  liberal  education. 

After  this  explanation,  I  trust  that  I  shall 
not  be  thought  to  favour  superficiality  in  our 
future  alumni  at  Oxford,  or  to  undervalue  the 
presence  of  specialists  among  their  teachers, 
if,  in  what  follows,  I  speak  of  these  alumni, 
when  they  study  in  the  right  way,  as  amateurs 
— as  amateurs  in  all  their  undergraduate  work 
(I  am  not  speaking  here  of  post-graduate  work)? 
even  in  that  part  of  their  Honour  work  to 
which  they  give  intensive  study,  and  in  which 
some  of  them  even  look  forward  to  becoming 
specialists. 

Here,  then,  we  have  a  common  spirit,  the 
spirit  of  the  amateur,  in  which  branches  of  very 
different  kinds  may  all  be  studied — branches  of 
Natural  Science  as  well  as  branches  of  Humane 
Letters.  Surely  it  is  not  too  much  to  hope 
that  influences,  many  of  them,  taken  separately, 


8  OXFORD  AFTER  THE  WAR 

quite  imponderable,  which  have  fostered  the 
spirit  of  the  amateur  at  Oxford  in  the  past, 
will  not  fail  us  at  the  present  crisis.  With  the 
friends  of  Humane  Letters  and  the  friends  of 
Natural  Science  both  equally  animated  by  the 
spirit  in  which  a  liberal  education  is  imparted 
and  received,  the  problem  presented  for  their 
collaboration  by  the  new  conditions  which  have 
arisen  is  surely  not  insoluble — to  find  a  place 
in  a  liberal  education  of  the  traditional  Oxford 
type  for  Natural  Science  by  the  side  of 
Humane  Letters  themselves  more  broadly  con- 
ceived. In  attempting  to  solve  this  problem, 
through  the  collaboration  of  these  two  parties, 
Oxford  would  only  be  showing  herself  still 
observant,  in  this  Age,  of  the  ideal  which 
attracted  her  in  the  Age  of  Colet  and  Linacre — 
the  ideal,  by  which  the  Italian  Renaissance  was 
inspired,  of  Humane  Letters  and  Natural 
Science  intimately  united  in  one  liberal 
discipline. 


II. 


IT  may  be  said  that,  with  the  foundation  of 
the  Honour  School  of  Natural  Science  more 
than  sixty  years  ago,  Oxford  actually  solved  the 
problem  which  I  am  speaking  of  as  one  still  to 
be  solved,  and  that  nothing  more  is  necessary 
than  to  strengthen  that  School  by  increasing 
the  number  of  Natural  Science  Scholarships  at 
Colleges  and  by  amending  the  examinations, 
especially  so  as  to  encourage  independent 
research.  I  have  no  wish  to  depreciate  the 
services  rendered  by  the  Honour  School  of 
Natural  Science — they  have  been  great — nor  do 
I  look  with  a  grudging  eye  at  measures  devised 
to  promote  its  future  growth,  but  I  cannot 
admit  that,  by  itself,  it  meets  the  need,  which  I 
am  concerned  with,  of  finding  a  place  for 
Natural  Science  in  a  liberal  education  at  Oxford 
by  the  side  of  Humane  Letters.  Those  who,  in 
the  past,  have  taken  the  degree  of  Bachelor  of 
Arts  on  their  work  for  the  Honour  School  of 
Natural  Science  have,  indeed,  been  required 
to  show  some  acquaintance  with  Humane 
Letters  ;  but  hthe  much  larger  number  who 

9 


io  OXFORD  AFTER  THE  WAR 

have  taken  the  same  degree  on  their  work  for 
schools,  Pass  and  Class,  dealing  with  Humane 
Letters,  have  not  been  required  to  show  any 
acquaintance  whatever  with  Natural  Science. 
This  is  what  has  to  be  changed,  so  that  the 
formula  of  a  liberal  education  at  Oxford  may 
run  :  l  No  Humane  Letters  without  Natural 
Science,  and  no  Natural  Science  without 
Humane  Letters.' 

There  are  three  things,  hitherto  unattempted, 
which  have  to  be  done  before  one  can  speak 
of  the  formula  being  fulfilled. 

The  first  is  the  careful  selection  of  the 
particular  kinds  of  Humane  Letters  suitable 
for  association,  as  t  side  subjects,'  with  the 
study  of  Natural  Science  in  the  case  of  students 
whose  *  main  subject '  is  Natural  Science,  and 
who  are  candidates  for  Honours  in  one  of  the 
branches  of  that  subject. 

The  second  is  the  selection  of  the  kinds  of 
Natural  Science  suitable  for  association,  as 
'  side  subjects,'  with  Humane  Letters  in  the 
case  of  those  whose  t  main  subject '  is 
Humane  Letters,  and  who  read  for  Honours 
in  one  of  the  branches  of  that  subject. 

And,  thirdly,  there  is  the  problem,  perhaps 
the  most  difficult,  and  not  the  least  important, 
of  finding  the  just  combination  of  Natural 
Science  and  Humane  Letters  in  the  case  of 
those — always  likely  to  be  in  the  majority 


OXFORD  AFTER  THE  WAR  n 

among  our  students — who  do  not  seek  Honours 
on  either  side,  but  wish,  equally  with  those 
who  seek  Honours,  to  enjoy  a  liberal  education 
which  shall  make  them  better  men  in  after-life 
—more  intelligent  and  strenuous  in  profession 
or  business,  and  more  fit  to  make  a  happy  use 
of  leisure. 

These  are  three  difficult  problems,  especially 
difficult  because  the  Natural  Science,  or 
Humane  Letters,  as  the  case  may  be,  required 
as  '  side  subject/ — this  is  a  point  on  which  I 
would  insist  strongly — cannot  be  merely  .that 
which  the  undergraduate  has  brought  up  with 
him  from  school,  and,  after  an  entrance 
examination,  drops  at  the  University  ;  it  must 
be  Natural  Science,  or  Humane  Letters,  which 
he  keeps  alive  throughout  his  whole  course 
here  as  a  '  side  subject '  together  with  the 
Humane  Letters  or  Natural  Science  which  is 
his  *  main  subject '  in  an  Honour  or  Pass 
School.  How  is  this  to  be  done,  it  will  be 
asked,  by  a  student  whose  *  main  '  work  is  for 
an  Honour  School,  without  trenching  upon 
time  due  to  that  *  main '  work  ?  I  fear 
that  the  answer  I  am  going  to  give  to  this 
question  will  be  regarded  as  framed  for  the 
conditions  of  a  Utopia  rather  than  for  those  of 
a  workaday  University.  It  is  that  students 
should  not  be  formally  examined  in  the  Natural 
Science  associated,  as  '  side  subject,'  with 


12  OXFORD  AFTER  THE  WAR 

'  main  '  work  for  an  Honour  School  of  Humane 
Letters,  or  in  the  Humane  Letters  associated, 
as  ( side  subject,'  with  '  main '  work  for  an 
Honour  School  of  Natural  Science.  For 
their  ( side  subject'  these  candidates  for 
Honours  should  attend  lectures  and  private 
instruction  specially  designed  for  them,  and 
certificates  of  regular  attendance  and  intelligent 
interest  from  the  lecturers  and  other  instructors 
should  be  deemed  sufficient.  I  believe  that 
the  majority  of  the  students  reading  under  this 
arrangement  would  get  just  what  they  need 
from  it,  because  their  lecturers  and  other 
instructors,  not  being  tied  down  to  teaching 
for  the  requirements  of  a  formal  examination, 
would  feel  free  to  put  themselves  into  their  in- 
struction— free  to  add  just  that  individuality  of 
treatment  which  gives  a  subject  the  quality  that 
attracts  the  serious  amateur.  Instruction  so 
given  and  received  might  well  turn  out  to  be 
the  most  influential  in  Oxford,  and  to  be  that 
which  demanded  the  services  of  the  best 
teachers  and  secured  the  willing  attendance  of 
the  best  students. 

There  is  a  feeling  abroad,  and  it  is  growing, 
that  we  think  too  much  of  examinations  and 
too  little  of  the  intrinsic  value  of  study  stimu- 
lated and  directed  by  good  teaching.  It  is  in 
sympathy  with  this  feeling,  and  in  the  hope  that 
it  may  grow  and  bear  fruit,  that  I  have  hazarded 


OXFORD  AFTER  THE  WAR  13 

the  suggestion  that,  in  certain  cases,  the  study 
of  certain  subjects,  stimulated  and  directed  by 
good  teaching,  should  be  exempted  from  formal 
examination,  and  yet  count  towards  a  degree. 
I  do  not  pretend  that  it  would  be  as  easy  to 
present  Natural  Science  in  such  a  way  as  to 
make  it  attractive,  as  a  '  side  subject,'  to 
amateurs  whose  i  main '  work  is  in  Humane 
Letters,  as  it  would  be  to  present  Humane 
Letters  in  that  way,  as  a  l  side  subject,'  to 
students  whose  '  main '  work  is  in  Natural 
Science  ;  but  I  believe  that  the  difficulty  could 
be  overcome  if  the  friends  of  Humane  Letters 
and  of  Natural  Science  were  to  co-operate 
sympathetically  in  making  a  selection  of  the 
kinds  of  Natural  Science  likely  to  interest 
students  of  Humane  Letters, 
[jf.  anyone  should  object  in  toto  to  the  position 
I  am  maintaining,  that  the  spirit  of  the  amateur 
is  the  vital  principle  of  a  University,  and, 
especially,  should  argue  that  to  encourage  the 
amateur  in  Natural  Science  would  be  to  dis- 
courage the  specialist  in  Natural  Science,  and  so 
to  bar  progress  in  knowledge,  I  would  reply  that 
each  is  essential  to  the  other.  Amateur's  Natural 
Science — which  I  believe  to  be  as  necessary  in 
the  New  Oxford  as  amateur's  Humane  Letters 
if  all  her  students  are  to  receive  a  liberal  edu- 
cation— is  possible  only  in  a  University  where 
specialist's  Natural  Science  is  at  home  and 


14  OXFORD  AFTER  THE  WAR 

valued.  No  man  who  is  not  a  specialist  in  a 
subject  can  stimulate  and  direct  amateurs  in 
their  study  of  that  subject.  The  more  amateurs, 
therefore,  in  Natural  Science  there  are  to  be  in 
the  Oxford  of  the  future  the  more  need  will 
there  be  for  specialists  in  Natural  Science  to 
stimulate  and  direct  them.  And  these  will  be 
specialists  of  the  right  sort,  for  it  is  only  in  a 
society  where  a  liberal  education  is  given— 
where  specialists  in  all  subjects  come  into  close 
contact  with  amateurs  in  all  subjects — that  there 
are  specialists  of  the  right  sort.  One  of  the 
most  important  services  which  the  New  Oxford, 
if  she  is  guided  aright,  may  be  expected  to 
render  will  be  that  of  furnishing  a  constant 
supply  of  highly  trained  specialists  in  Natural 
Science,  whose  specialism,  unlike  that  of 
the  German  type,  has  been  controlled  by  a 
liberal  education  common  to  each  one  of 
them  with  his  colleagues  in  other  branches, 
an  education  in  which  the  whole  man — char- 
acter, taste,  physique,  as  well  as  intellect — has 
been  comprehended.  The  succession  of  dis- 
tinguished medical  men  produced  by  Oxford 
in  the  past  is  a  good  index  of  what  we  may 
expect  her  specialists  in  all  branches  of  Natural 
Science  to  be  in  the  future,  if  she  continues, 
in  altered  circumstances,  still  to  make  the 
imparting  of  a  liberal  education  her  principal 
concern. 


OXFORD  AFTER  THE  WAR  15 

What  branches  of  Natural  Science  are  likely 
to  be  most  suitable,  as  '  side  subjects/  for 
undergraduate  students  whose  '  main '  work 
(still,  although  '  main '  work,  always  amateur's 
work)  is  in  the  field  of  Humane  Letters  ?  I 
think  that  those  branches  of  Natural  Science 
are  likely  to  be  most  suitable  (i)  which  border 
upon  the  Moral  Sciences,  and  (2)  which  appeal 
to  the  out-of-doors  tastes  of  English-speaking 
folk.  To  the  first  category  belong  Geography, 
studied  as  a  science  of  physical  conditions 
which  have  historical,  political,  military,  and 
commercial  effects  to  be  traced  ;  Anthropology 
as  it  may  be  studied  in  the  Pitt-Rivers  Museum  ; 
and  Experimental  Psychology.  To  the  second 
category  belong  Agricultural  Science,  Forestry, 
and,  perhaps,  Geology,  Botany,  and  Zoology, 
so  far,  at  least,  as  '  field-work '  is  concerned. 
Other  suitable  branches  could,  doubtless,  be 
mentioned  ;  but  these  seem  to  me  to  be 
branches  which  a  large  number  of  Oxford 
students,  country-bred,  and  hoping  to  return  to 
country  life  at  home,  would  take  to  con  amore, 
as  '  side  subjects/  under  the  easy  conditions 
which  I  have  suggested  ;  nor  do  I  think  that 
they  would  be  without  attraction  for  students 
looking  forward  to  life  in  India,  Africa,  and 
other  parts,  as  Civil  Servants  or  men  of  business. 
With  regard,  especially,  to  Agricultural  Science, 
I  should  like  to  say  that  the  amateur's  study  of 


16  OXFORD  AFTER  THE  WAR 

it,  whether  as  a  l  side  subject/  or  as  a  '  main 
subject '  (leading  up,  in  some  cases,  to  a 
specialist's  study),  seems  to  me  to  be  peculiarly 
suitable  here.  Oxford  is  a  great  landowner, 
and  ought  to  promote  the  scientific  study  of 
agriculture  by  establishing  experimental  farms 
within  easy  distance,  and  in  every  other  way 
in  her  very  extensive  power.  She  would  be 
doing  a  great  service  to  the  nation  if  she  boldly 
took  the  lead  in  this  matter. 

With  regard  to  the  branches  of  Humane 
Letters  which  might  be  selected  for  the  '  side 
subjects  '  of  those  whose  '  main  subjects '  are 
in  the  field  of  Natural  Science,  I  would  say 
that  Modern  History,  English  Literature, 
English  Philosophy — especially  Moral  and 
Political — and  Economics,  should  certainly 
find  places  in  the  list  ;  and  courses  under  the 
newly  established  Committee  for  the  Fine  Arts 
would  probably  deserve  to  be  included  in  it. 


III. 

I  NOW  go  on  to  offer  some  observations  on 
reform  in  the  field  of  Humane  Letters  as  culti- 
vated by  students  whose  l  main/  as  distin- 
guished from  'side'  subjects,  lie  within  it.  I 
take  for  granted  that  the  necessity  of  widening 
this  field  is  recognised.  The  problem  for 
reform  is  to  organise  the  elements,  old  and 
new,  included  in  the  widened  field.  It  will  be 
found,  I  think,  that  the  organisation  most  con- 
ducive to  the  requirements  of  a  liberal  education 
of  the  traditional  Oxford  type  is  one  which 
divides  the  field  into  groups  of  allied  subjects^ 
within  each  of  which  groups  any  one  of  its 
included  subjects  may  be  selected  by  a  student 
for  '  intensive  *  study,  while  he  treats  the  other 
subjects  included  in  his  group  l  non-intensively  ' 
—that  is,  as  lightly  as  it  is  possible,  without 
superficiality,  to  treat  subjects  on  which  he 
has,  after  all,  to  face  a  formal  examination. 
Here  the  safeguard  against  superficiality  is  two- 
fold— the  student  is  working  as  an  amateur 
'  in  loving  converse  with  wisdom,'  and  he  is 
stimulated  and  directed  by  instructors  who  are 


i8  OXFORD  AFTER  THE  WAR 

specialists  of  the  right  sort,  specialists  who  have 
received  a  liberal  education. 

Starting,  then,  from  the  principle  that,  in  the 
interest  of  a  liberal  education,  the  'intensive 
study  '  of  any  subject,  apart  from  the  '  non- 
intensive  study  *  of  related  subjects  with  which 
it  can  be  grouped,  is  to  be  avoided  by  the 
student,  what  I  suggest  is,  in  fact,  an  organisa- 
tion of  the  whole  widened  field  of  Humane 
Letters  into  groups,  or  schools,  modelled  upon 
the  group  of  subjects  known  as  the  Oxford 
Honour  School  of  Literae  Humaniores.  I 
would  follow  the  model  set  by  this  School — 
which  I  now  call  '  the  Classical  School  of 
Literae  Humaniores ' — by  taking  languages,  or 
peoples,  as  the  ground  on  which  groups  should 
be  distinguished,  and  marking  off  one  group 
as  the  English,  another  group  as  the  French, 
another  as  the  Italian,  another  as  the  German 
School  of  Literae  Humaniores.  These  would 
be  the  leading  new  Schools  of  Literae  Humani- 
ores ;  Spanish,  Scandinavian,  and  Slavonic 
Schools  might  follow.  The  subjects  included 
in  each  of  these  Schools  would  be  Language 
and  Literature,  History,  Religion,  Philosophy, 
Science,  Fine  Art,  and  so  forth,  just  as  in  the 
present  Classical  School  of  Literae  Humaniores ; 
and  these  subjects  would  be  dealt  with  by 
students  in  the  way  which  it  has  become  the 
practice  of  students  in  the  Classical  School  of 


OXFORD  AFTER  THE  WAR  19 

Literae  Humaniores  to  adopt,  who  make  an 
'  intensive  study  '  of  one  of  the  grouped  subjects 
in  that  School — Language  and  Literature,  or 
Philosophy,  or  History — and  a  '  non-intensive 
study '  of  the  other  subjects,  the  important  thing 
being  that  the  student  should  never  study  one 
subject  by  itself,  however  thoroughly,  but 
always  a  group  of  subjects  covering  the  whole 
ground  of  the  civilisation  included  in  the 
School  taken. 

The  English  School  of  Literae  Humaniores 
is  obviously  the  most  important  of  these  pro- 
posed new  Schools  of  £iterae  Humaniores,  and 
in  what  follows  I  shall  confine  my  remarks  to 
it,  only  referring  now  to  the  others  to  say  that 
they  would  •  each  provide  a  scheme  within 
which  the  study  of  a  Modern  Language  would 
take  its  place  in  close  connexion  with  the  study 
of  the  history,  literature,  and  philosophy  of  the 
people  speaking  that  language.  The  demand 
for  the  better  recognition  of  Modern  Languages 
at  Oxford  would  be  met  in  this  way  in  con- 
formity with  the  conditions  of  a  liberal  educa- 
tion, while  the  utilitarian  study  of  Modern 
Languages,  for  professional  ends,  on  the  part 
of  students  receiving  their  liberal  education  out- 
side these  new  Schools  of  Literae  Humaniores 
would  not  be  interfered  with.  I  may  add  that 
the  '  intensive  study '  of  Modern  Philosophy 
at  Oxford  would  gain  greatly  from  inclusion 


20  OXFORD  AFTER  THE  WAR 

in  these  foreign  Schools  of  Literae  Humaniores, 
for  philosophical  works,  like  poems,  to  be 
rightly  appreciated,  must  be  read  in  the 
languages  in  which  they  are  conceived  and 
written.  It  would  be  an  immense  gain  to  the 
study  of  French  or  German  Philosophy  if 
students  had  to  read  it  in  its  own  language,  not 
to  mention  the  gain  of  reading  it  in  connexion 
with  French  or  German  History  and  Literature. 
A  student  who  wished  to  make  an  { intensive 
study '  of  French  or  German  Philosophy  would 
take  the  French  or  German  School  of  Literae 
Humaniores,  just  as  he  would  take  the  Classical 
or  the  English  School  of  Literae  Humaniores 
if  he  wished  to  make  an  l  intensive  study  '  of 
Ancient  or  of  English  Philosophy.  In  every 
case,  of  course,  the  student  would  take  reason- 
able account  of  philosophy  outside  that  written 
in  the  language  of  his  special  choice. 

I  pass  now  to  speak  particularly  of  the 
English  School  of  Literae  Humaniores.  Among 
the  proposed  new  Schools  of  Literae  Human- 
iores it  is  the  one  which  holds  out  the  greatest 
promise  of  usefulness,  for  this  reason,  that  it 
would  consolidate  the  studies  of  students  from 
all  parts  of  the  English-speaking  world  whom 
we  hope  to  see  attracted  in  large  numbers  to 
Oxford.  These  students  who,  under  present 
arrangements,  would  be  studying  separately, 
some  of  them  Modern  History,  some  of  them 


OXFORD  AFTER  THE  WAR  21 

English  Language  and  Literature,  would  find 
themselves  all  working  together  for  the  same 
School,  to  which  students  who  wished  to  study 
Philosophy  at  Oxford,  but  were  unable  or  un- 
willing to  study  it  in  the  Classical  School,  or  in 
one  of  the  foreign  Schools  of  Literae  Human- 
iores,  would  have  recourse.  And  the  advantage 
which  the  study  of  Philosophy  at  Oxford  would 
derive  from  this  reform  would  be  great.  On  the 
one  hand  Philosophy  would  no  longer  be  con- 
fined to  the  Classical  School  of  Literae  Human- 
iores,  and,  on  the  other  hand,  the  grave  error 
would  be  avoided  of  making  it  a  subject  to  be 
taken  by  itself  in  some  School,  or  Diploma 
Course,  of  Philosophy,  where  it  would  be  taught 
and  learnt  in  the  spirit  of  the  mere  specialist. 
The  mere  specialist  in  Philosophy  is  as  undesir- 
able a  citizen  of  the  Commonwealth  of  '  those 
who  know'  as  the  mere  specialist  in  some  branch 
of  Natural  Science  or  of  Scholarship.  But  as  one 
subject  in  the  group  of  subjects  studied  together 
in  the  English  School  of  Literae  Humaniores, 
Philosophy  would  be  studied  in  a  manner  as 
consonant  with  the  conditions  of  a  liberal  edu- 
cation as  that  in  which  it  is  now  studied  in  the 
Classical  School  of  Literae  Humaniores.  Of 
course,  the  student  of  Philosophy  in  the  English 
School,  as  compared  with  the  student  of 
it  in  the  Classical  School,  would  be  at  a  dis- 
advantage if  he  wished,  afterwards,  to  specialise 


22  OXFORD  AFTER  THE  WAR 

in  Philosophy  to  the  extent  required  of  a  teacher 
of  that  subject.  Philosophy  cannot  be  taught  in 
the  best  manner  by  one  who  has  not  first-hand 
acquaintance  with  the  original  and  greatest 
exponents  of  European  Philosophy,  who  were 
Greeks.  It  might,  therefore,  be  advisable,  in 
the  interest  of  Philosophy — and  of  Literature 
too — in  the  English  School  of  Literae  Human- 
iores,  to  provide  that  knowledge  of  Greek  and 
Latin,  although  not  indispensable,  should  count 
heavily  for  the  highest  honours.  With  or 
without  such  a  provision  there  is,  however,  a 
strong  case  for  making  it  possible  to  study 
Philosophy  at  Oxford  in  an  English  School  as 
well  as  in  the  Classical  School. 

In  advocating  this  new  alternative  way  of 
studying  Philosophy  at  Oxford  I  trust  that 
it  will  not  be  thought  that  I  am  indifferent  to 
the  maintenance  of  the  old  way.  I  believe 
that  Oxford,  as  a  seat  of  liberal  education, 
would  have  the  continuity  of  her  life  broken  in 
the  most  serious  manner  if  Philosophy,  as  it 
has  been  studied  in  the  Classical  School  of 
Literae  Humaniores,  were  dropped — that  is, 
Philosophy  studied  in  its  mother-tongue,  and 
taken  very  closely  with  the  History,  Religion, 
Science,  Literature,  and  Art  of  Greece.  The 
effect  of  studying  Philosophy  in  this  way  is,  in 
the  case  of  most  students,  the  perfecting  of  the 
liberal  education  which  they  receive  at  Oxford  ; 


OXFORD  AFTER  THE  WAR  23 

while,  in  the  case  of  a  few,  it  lays  the  most 
important  part  of  the  foundation  which  they  go 
on  to  build  upon  as  specialists  in  Philosophy. 
The  study  of  the  Greek  masters,  especially  of 
Plato  and  Aristotle,  must  remain  deeply  rooted 
in  her  educational  system  if  Oxford  is  to  be 
true  to  herself — the  *  non-intensive '  study  of 
these  masters  for  the  bulk  of  her  classical 
students,  the  ( intensive  study '  of  them  for  a 
few.  But  the  number  of  students  who  come 
up  to  Oxford  with  the  necessary  classical  pre- 
paration from  schools  or  other  Universities  in 
the  United  Kingdom  is,  I  feel  sure,  bound  to 
decrease  ;  while  most  of  the  over-sea  students 
will  be  non-classical.  If,  then,  our  non-classi- 
cal students,  in  the  future,  are  to  study 
Philosophy  according  to  the  spirit  of  the 
Oxford  tradition,  the  great  majority  of  them 
must  study  it  in  an  English  School  of  Literae 
Humaniores,  a  few  of  them,  perhaps,  studying 
it  in  the  other  new  Schools  of  Literae  Human- 
iores. In  the  English  School  of  Literae 
Humaniores  they  would  read  the  great  masters 
of  English  Philosophy  in  the  setting — political, 
religious,  scientific,  literary — of  their  lives  and 
times.  They  would  find  that  these  great 
masters  were,  many  of  them,  men  of  affairs, 
most  of  them  men  of  the  world  in  close  contact 
with  men  of  affairs,  not  a  caste  apart  of  pro- 
fessorial specialists  of  the  German  type,  but 


24  OXFORD  AFTER  THE  WAR 

amateurs — great  amateurs,  such  as  were  Bacon 
and  Hobbes,  the  Cambridge  Platonists,  Cum- 
berland, Shaftesbury,  Locke,  Butler,  Berkeley, 
Price,  Hume,  Adam  Smith,  Bentham,  and  others 
like  them,  nearer  our  own  time,  and  in  it.  If 
our  students  are  to  be  ' amateurs,'  how  fortunate 
it  is  that  those  of  them  who  must  study 
Philosophy  without  Greek  should  have  such 
English-speaking  guides  as  these  ! 


IV. 

WHILE  the  establishment  of  an  English 
School  of  Literae  Humaniores  on  the  lines 
indicated  would  secure  the  continued  life  of 
Philosophy  at  Oxford,  threatened  by  the  grow- 
ing shortage  of  classically  trained  students,  and 
would  broaden  and  deepen  the  study  of  Modern 
History,  it  is  in  connexion  with  the  study 
of  English  Literature  that  I  would  look  for 
the  most  far-reaching  influence  of  the  School. 
The  leading  thought  in  my  mind,  as  I  write 
this  pamphlet,  is  always  this :  that  Oxford 
must  now,  without  breaking  the  continuity  of 
her  life,  prepare  for  the  reception  of  students 
from  distant  parts  of  the  English-speaking 
world.  A  certain  number  of  them  will  come 
with  the  intention  of  beginning  or  continuing 
work,  as  specialists,  in  various  branches  of 
Natural  Science  and  Humane  Letters,  and  will 
bring  with  them  the  previous  education  neces- 
sary for  such  post-graduate  work.  This  limited 
class  of  students  will  doubtless  find  in  Oxford 
all  that  they  want  in  the  matter  of  instruction. 
But  the  majority  of  the  new  students  from 


26  OXFORD  AFTER  THE  WAR 

distant  parts  of  the  English-speaking  world 
will  not  come  to  Oxford  to  be  made  specialists. 
They  will  come,  as  amateurs,  to  get  a  liberal 
education  which  shall  help  them  to  play  their 
part  in  life.  And  they  will  have  little  or  no 
Latin,  and  no  Greek.  What  better  thing  could 
Oxford  do  for  them  than  to  make  them  feel 
and  understand  the  greatness  and  beauty  of 
English  Literature  ?  Success  in  bringing  the 
greatness  and  beauty  of  English  Literature, 
especially  of  English  Poetry,  home  to  the  hearts 
and  minds  of  generations  of  students  from  all 
parts,  distant  and  near,  of  the  English-speaking 
world  would,  indeed,  be  an  achievement  worthy 
of  Oxford,  and  one,  I  venture  to  think,  she 
is  naturally  fitted  to  accomplish.  Among  my 
reasons  for  wishing  to  see  an  English  School  of 
Literae  Humaniores  established,  the  one  to 
which,  perhaps,  I  attach  the  most  weight,  is 
that  the  School  would  be  a  means  towards  this 
great  achievement. 

I  am  carefully  avoiding  all  discussion  of  the 
comparative  attractiveness  to  Americans  and 
others  of  this,  that,  and  the  other  Degree  to  be 
granted.  The  question  is  not  so  important  as 
it  is  thought  in  some  quarters  to  be.  At  any 
rate,  its  importance  is  temporary.  What  is 
of  permanent  importance  is  that  a  liberal  educa- 
tion should  be  given  at  Oxford  to  the  new  men 
by  means  of  studies,  if  not  new,  at  any  rate 


OXFORD  AFTER  THE  WAR  27 

pursued  in  new  circumstances  ;  and  I  believe 
that,  if  the  education  given  is  good,  it  will,  in 
the  long  run,  attract  students  from  all  parts 
independently  of  the ,  carefully  prepared  bait, 
or  fly,  of  Doctorates  and  the  like. 

To   the   reasons   which    I    have    given    for 
the   establishment   of    an    English    School   of 
Literae    Humaniores    I  would    now  add    my 
impression  that  if,  as  I  believe,  English  Litera- 
ture is  the  subject  within  that  School  which 
the   majority  of   our   new  students  would  be 
likely  to  make  their  subject  of ( intensive  '  study, 
then  Latin,  and  even  Greek,  would,  ipso  facto, 
be  encouraged.     Those  students  who,  in  view 
of  becoming  teachers  of  English  Literature,  or 
for  other  reasons,  first  made  an  '  intensive  study' 
of  that  subject  while  reading  for  the  School, 
and  afterwards  a  specialist's  separate  study  of 
it,  would,  of  course,  find  a  first-hand  knowledge 
of  Greek  and  Latin  authors  indispensable  ;  but 
also  many  who  made  an  *  intensive  study  '  of 
English   Literature,  as  a  subject  included  in 
the  School,  without  any  thought  of  afterwards 
specialising  in  it,  would,  I  think,  do  their  best 
to  make  themselves  acquainted,  or  better  ac- 
quainted, with  relevant  Latin,  and  even  Greek, 
authors  in  the  original  languages.     In  this  way 
it  might  well  turn  out  to  be  the  case  that  it  was 
to  the  growth  of  the  study  of  English  Literature 
(the  study  of  English  Philosophy  contributing) 


28  OXFORD  AFTER  THE  WAR 

within  the  English  School  of  Literae  Humani- 
ores  that  Latin  and  Greek  largely  owed  the 
continued  vitality  which  all  friends  of  a  liberal 
education  trust  they  will  maintain  at  Oxford. 
Of  course,  one  may  look  forward  with  satisfac- 
tion to  the  possibility,  or  probability,  of  this 
result,  and  yet  believe,  as  I  do,  that  the  study 
of  English  Literature  may  be  carried  on  with 
great  success,  and  even  become  the  premier 
study  in  a  liberal  education,  where  the  bulk  of 
the  students  have  no  Latin  and  no  Greek. 
English  Literature  is  well  taught,  and  takes  its 
place  as  an  element  in  a  liberal  education,  when 
teachers  and  pupils  are  inspired  with  the  sense 
of  its  greatness  and  beauty.  This  sense  comes 
from  reading,  and  rereading,  and  pondering 
masterpieces. 

To  bring  the  influence  of  masterpieces 
steadily  to  bear  upon  the  feeling  and  imagina- 
tion of  her  students  is  the  first  thing  of  all  that 
Oxford  must  do  if  she  would  make  the  study  of 
English  Literature  a  vital  element  in  the  liberal 
education  which  she  offers  to  the  newcomers. 
Minute  scholarship,  philological  and  historical, 
may  aid,  but  cannot  take  the  place  of  the  sense 
of  greatness  and  beauty  which  comes  from  the 
reading  and  pondering  of  masterpieces.  Even 
for  the  senior  pupils  of  the  Elementary  School 
the  beginning  of  a  liberal  education  (to  be 
carried  on  in  the  Continuation  School)  might 


OXFORD  AFTER  THE  WAR  29 

be  made  by  means  of  English  masterpieces — 
passages  from  the  English  Bible  and  from 
the  great  Poets — read  daily,  with  hardly  any 
comment,  by  teachers  who  have  the  rare  power 
of  reading  well. 


V. 

I  DO  not  think  that  Oxford,  in  the  New  Age, 
will  find  any  difficulty  whatever  in  providing 
instruction  for  specialists.  That  she  should 
provide  it  as  required  will  be  taken  as  a  matter 
of  course,  and  money  will  be  forthcoming  for 
such  a  tangible  object.  It  is  where  the 
intangible  is  concerned — where  a  liberal,  not  a 
specialist's,  education  has  to  be  provided — that 
her  difficulty  will  lie.  I  have  offered  some 
suggestions  as  to  how  the  difficulty  may  be 
overcome  by  new  courses  of  study  introduced 
and  old  ones  reformed  ;  but  I  have  left  to 
the  last  the  mention  of  what  is,  in  my  view,  the 
conditio  sine  qua  non  of  success  in  the  carrying 
out  of  these  suggestions.  This  is  that  *  the 
Lecture '  should  not  be  allowed  to  oust  '  the 
Private  Hour.'  *  The  private  hour/  in  its 
origin  an  incident  of  life  according  to  '  the 
College  System/  is  indigenous  in  Oxford.  It 
is  one  of  the  most  characteristic  features  of  our 
teaching,  and  has  been  largely  responsible  for 
the  high  position  which  Oxford  has  held  in  the 
past  as  a  seat  of  liberal  education.  A  liberal 

30 


OXFORD  AFTER  THE  WAR  31 

education  can  be  given  and  received  only 
where  personal  influence  is  potent  ;  and 
nowhere  is  it  so  potent — and  reciprocally  so 
potent — as  in  'the  private  hour/  when  the 
teacher  is  engaged  in  face-to-face  talk  with  his 
pupil.  An  educational  system  which  relies  on 
4  the  lecture '  alone,  or  mainly,  gives  the  very 
opposite  of  a  liberal  education ;  for  '  the 
lecture  '  is,  after  all,  along  with  '  the  public 
meeting/  '  the  legislative  assembly/  '  the  street/ 
( the  bank-holiday/  *  the  queue/  a  species  of 
the  genus  (  Crowd/  the  (  psychology '  of  which, 
as  worked  out  by  recent  investigators  in  France 
and  this  country,  is  so  full  of  warning  for  all 
who  are  concerned  with  social  problems 
generally,  and  with  problems  of  education  in 
particular.  A  system  which  relies  entirely,  or 
mainly,  on  '  the  lecture '  produces  standardised 
results — students  who  have  all  taken  down  the 
same  notes.  '  The  lecture '  ought  to  be  only 
occasional  in  a  system  which  aims  at  giving  a 
liberal  education,  and  its  function  is  to  stimu- 
late and  inform  persons  who  refuse  to  be 
standardised,  who  insist  upon  being  themselves. 
It  is  in  '  the  private  hour/  or  its  equivalent,  the 
small  conversational  class,  that  such  persons  are 
produced,  for  there  the  pupil's  own  difficulties 
come  to  the  front,  and  he  himself  takes  a  large 
part  in  the  solution  of  them.  It  is  in  '  the 
private  hour/  in  fact,  that  students  succeed,  in 


32  OXFORD  AFTER  THE  WAR 

the  end,  in  finding  themselves — in  actualising 
themselves  in  studies  of  which  they  are  become 
amateurs.  And  it  is,  after  all,  out  of  the  number 
of  amateurs  so  put  in  possession  of  themselves 
and  of  a  liberal  education  that  the  best 
specialists  will  always  be  recruited — original 
specialists,  not  specialists  who  are  hacks. 
There  is,  indeed,  nothing  in  our  Oxford  tradi- 
tion that  ought  to  be  more  jealously  guarded 
than  *  the  Private  Hour.' 

1  The  Exchange  of  Lecturers  '  between  Uni- 
versities, of  which  we  are  beginning  to  hear  a 
good  deal,  is  a  proposal  which  Oxford  ought  to 
receive  with  caution,  lest  *  exchange '  should 
result  in  a  multitude  of  crowded  lectures 
taking  the  place  of  'the  private  hour.'  It  is 
true  that  the  system  to  which  '  the  private  hour ' 
belongs — '  the  College  System  ' — costs  more 
money  per  student  than  the  system  which 
relies  entirely,  or  mainly,  on  ( the  lecture/ 
But  where  a  liberal  education  is  concerned  it  is 
unwise  to  count  the  cost  narrowly. 

In  conclusion,  let  me  add  a  few  words  to 
meet  an  objection  which  is  very  likely  to  be 
brought  against  my  treatment  of  the  subject  of 
this  pamphlet — namely,  that  I  have  ignored  the 
1  practical  difficulties  'which  beset  the  working 
of  the  scheme  of  reform  which  I  have  outlined. 
I  am  fully  aware  of  the  existence  of  '  practical 
difficulties.'  They  relate  to  finance,  to  time 


OXFORD  AFTER  THE  WAR  33 

which  students  of  various  classes  and  prove- 
nance can  spare  for  residence  at  Oxford,  and  to 
the  nature  of  the  courses  of  study  proposed  ; 
and  I  am  prepared  to  be  told  by  my  critics 
that  neither  the  University,  nor  the  Colleges, 
nor  the  Students,  respectively,  would  be  able 
to  bear  the  cost  of  the  scheme  for  the  main- 
tenance of  a  liberal  education  at  Oxford  which 
I  have  outlined  ;  and  that,  even  were  the 
scheme  financially  feasible,  the  majority  of  the 
newcomers,  especially  of  the  over-sea  new- 
comers, would  not  be  able  to  spare  the  time 
required  by  the  scheme,  even  if  they  were 
attracted  by  the  curriculum  which  it  contains. 
The  majority  of  the  new  students,  I  shall  be 
told,  especially  of  the  over-sea  students,  will 
come  with,  or  more  often  without,  a  liberal 
education  to  their  credit,  in  order  to  take  short 
post-graduate  courses  of  specialist,  or  quasi- 
specialist,  study,  crowned  with  a  Doctorate  ; 
they  will  have  nothing  to  do  with  the  long 
and  exacting  undergraduate  curriculum  of 
an  English,  or  any  other,  School  of  Literae 
Humaniores,  with  its  accompanying  *  side 
subject.' 

Of  the  existence  of  the  '  practical  difficulties ' 
indicated  above,  and,  in  particular,  of  the 
formidable  '  practical  difficulty  '  of  saving  the 
wide  and  complex  system  of  conditions 
necessary  to  a  liberal  education  of  the  Oxford 


34  OXFORD  AFTER  THE  WAR 

type  from  dissolution  in  face  of  the  incursion 
of  a  host  of  small  separate  specialist  or 
quasi-specialist  courses — of  the  existence  of 
these  '  practical  difficulties '  I  have  all  along 
been  fully  aware,  but  have  deliberately 
abstained  from  discussing  them,  just  because  I 
believe  that  to  discuss  them  now  is  not  a 
*  practical '  thing  to  do.  When  a  great  cause 
is  at  stake,  and  has  to  be  upheld — and  the 
cause  of  a  liberal  education  at  Oxford  is  now 
at  stake — it  is  not  '  practical '  to  begin  with  a 
consideration  of  the  difficulties  which  make 
success  unlikely.  It  is  ( practical '  to  begin 
with  the  assumption  that  the  cause  must  be  up- 
held in  spite  of  difficulties,  and  then  to  think 
out  the  most  thorough  method  of  upholding  it— 
as  I  have  tried  to  do  in  my  scheme  with  its  two 
main  features  :  first,  i  side  subjects '  for  all 
undergraduates,  so  that  there  shall  be  '  no 
Natural  Science  without  Humane  Letters,  and 
no  Humane  Letters  without  Natural  Science'; 
and,  secondly,  '  New  Schools  of  Literae 
Humaniores  ' — especially  an  l  English  School  of 
Literae  Humaniores ' — modelled  on  the  existing 
Classical  School  of  Literae  Humaniores,  so  that 
non-classical  undergraduates — a  body  bound 
to  increase  in  number — may  study  History, 
Literature,  Philosophy,  and  other  connected 
branches,  as  a  liberal  education  requires  them  to 
be  studied.  If  a  liberal  education  is  to  continue 


OXFORD  AFTER  THE  WAR  35 

to  be  given  by  Oxford  in  the  New  Age,  I  feel 
sure  that,  perhaps  not  exactly  this  scheme,  but, 
at  any  rate,  one  very  like  it  must  be  adopted  ; 
and  I  would  trust  the  scheme,  once  adopted, 
to  overcome,  by  its  *  way-on,'  the  l  practical 
difficulties '  which  have  been  alluded  to,  and 
others  not  yet  in  sight. 

My  reply  to  critics  who  may  complain  that 
I  have  made  no  attempt  in  this  pamphlet  to 
dispose  of  '  practical  difficulties '  is  that  I  have 
written  it  in  the  belief  that,  when  a  great  cause 
has  to  be  upheld,  at  a  crisis,  it  is  '  practical '  to 
leave  the  cause  itself,  as  it  wins  its  way,  to 
dispose  of  the  difficulties. 


BILLING  AND   SONS,    LTD.,   PRINTERS,   GUILDFORD,   ENGLAND 


From  B.  H.  BLACKWELL'S  LIST 

EDUCATION  AFTER  THE  WAR  ¥  By  J.  H. 

*-*     BADLEY,  M. A.,  Headmaster  of  Bedales  School.     3s.6d.net. 

C1  Inquirers  who  want  things  nut  clearly  and  concisely  .  .  .  cannot  do 
better  than  turn  at  once  to  Mr.  Badley,  one  of  the  few  constructive 
educationists  in  modern  England.  .  .  .  Nothing  could  be  more  admirable 
than  the  pages  .  .  .  where  Mr.  Badley  outlines  the  most  urgent  reforms,  and 
nothing  more  convincing  than  his  sane  handling  of  all  the  perennial  problems 
of  tke  Pedagogue.'—  The  Cambridge  Magazine. 

EDUCATION,  SCIENCE,  AND  THE  HUMANL 

J-1     TIES    *    By  A.    W.    PICKARD-CAMBRIDGE,  M.A.,   Fellow  of 
Ealliol.     is.  net. 

C'We  welcome   such  a  temperate  and   reasonable  contribution  to  the 
controversy.'—  The  Journal  of  Education. 
'Should  be  read  by  both  sides.'— The  Journal  of  Hellenic  Studies. 

CLASSICAL  AND  AMERICAN  EDUCATION^ 

^     By  E.  P.  WARREN,  M.A.,  Harvard,  and  Hon.  Fellow  of  C.C.C. 
Oxford,     is.  6d.  net. 

C' A  sprightly  paper,  almost  too  outspoken.' — The  Times. 
'An  important  contribution   to  the  present  discussion  on   educational 
reconstruction.'—  The  Contemporary  Review. 

r-HRIST  AND  THE  PUBLIC  SCHOOLS  ¥  By 

^     MALCOLM  VENABLES.     is.  net. 

C'  Interesting  and  valuable.  .  .  .    We  entirely  sympathize.'—  The  Church 
Times. 

'These  reforms  the  writer  discusses  with  great  skill  and  wisdom.  ...     All 
he  says  is  worth  reading.'— The  Challenge. 

TEACHING  OF  HISTORY  $    By  OSKAR 

JAGER  *  Translated  from  the  German  by  H.  J.  CHAYTOR,  M.A., 
with  a  Preface  by  C.  H.  FIRTH,  M.A.,  Regius  Professor  of  Modern 
History  in  the  University  of  Oxford.  Crown  8vo,  cloth,  35.  6d.  net. 
gT  '  Every  lecture  sets  one  thinking,  and  history  lessons  arranged  on  some 
^*-»  such  method  as  this  are  certain  to  win  the  interest  of  the  pupils  and  fill 
them  with  a  real  love  for  historical  study.'— The  Guardian. 

AN  OXFORD  CORRESPONDENCE  OF  1903  ¥ 
By  W.  WARDE  FOWLER,  M.A.,  D.Litt.     2s.  6s.  net. 
C'  The  letters  treat  on  the  value  of  examinations,  the  character  of  true 
education,  and  various  Oxford  controversies  as  to  the  reform  of  "  Greats." 
A  stimulating  little  book  written  with  a  characteristic  elegance.'—  The  Pall 
Mall  Gazette. 

A  N  ESSAY  ON  SHAKESPEARE'S  RELATION 

**•    TO   TRADITION    *    By  JANET  SPENS,  D.Litt,    Resident 
Tutor  at  Lady  Margaret  Hall.     2s.  6d.  net. 

C'  A  most  interesting  contribution  to  Shakespearean  literature.    On  her 
every  page  is  a  subtle  suggestion  or  an  illuminating  thought,  helping  to 
a  fuller  and  truer  understanding  of  the  world's  greatest  bard  and  dramatist.  — 
The  Western  Morning  Newt. 

OXFORD    ¥    BROAD    STREET 


FOURTEEN  DAY  USE 

RETURN  TO  DESK  FROM  WHICH  BORROWED 


This  book  is  due  on  the  last  date  stamped  below,  or 

on  the  date  to  which  renewed. 
Renewed  books  are  subject  to  immediate  recall. 


rr  /-  r-  .  ,  /  c- 


-      ' 


LOAN  DEPT. 


,?'  * 


ECO  IB 


DUENRLF    NOV211S85 


SIHTONILL 


DEC  0  <t  20W 


U.C.  BERKELEY 


ON  ILL 


JUL  2 1  2003 


U.C.  BERKELEY 


T^^fr 


^A, 


LD  21-100m-2,'55 

(B139s22)476 


General  Library 

University  of  California 

Berkeley 


